Researching Behaviors

The following is a summary of sound enhancement efficacy studies demonstrating improvements in attending, listening, and learning behaviors.

Study references and descriptions below taken from Sound Field Amplification: Applications to Speech Perception and Classroom Acoustics (Second Edition) by Carl C. Crandell, Joseph J. Smaldino, and Carol Flexer. This book is an invaluable resource for anyone researching this topic and highly recommended.

Loven, Fisk, & Johnson (2003): Study included forty-eight students in two regular education second-grade classes. Two-way ANOVA results showed a significant interaction between room treatment and time variables, indicating increased attention for students in the amplified classroom.

Eriks-Brophy & Ayukawa (2000): Study included 10 second-through third grade students with hearing loss and 10 age-matched peers. Significant improvements were noted in speech intelligibility scores for students with hearing loss and students with normal hearing with SES. On-task behavior improvement was noted for 6 of 7 students when using sound field technology.

Rosenberg et al. (1999): Study included ICA project (2,054 kindergarten through second-grade students in 94 regular education classes). Significantly higher scores were obtained by students in amplified classes for listening, academic/pre-academic behaviors, and academic/pre-academic skills, with the greatest gains for amplified kindergartners.

Allcock (1999): Study included 3 amplified and 2 unamplified classrooms in New Zealand. An 8 week observation with SES (alternating 2 weeks on and 2 weeks off) found that with the amplification on, on-task behavior ranged from being 14% less on task to 50% more on task, with a mean of 18% more on-task time than when the system was off. Findings were similar for children with normal hearing and those with a hearing loss.

Palmer (1998): Study included 8 kindergarten through second-grade students; single subject design. A significant decrease in inappropriate behaviors and a significant increase in appropriate behaviors were identified immediately following SES treatment.

Bitner, Prelock Ellis & Tzanis (1996): Study included 2 groups of regular education second graders (attentive group and inattentive group). Sound field amplification produced significant increase in selective attending behaviors for students with difficulty listening to instruction, particularly in the presence of noise, over four three-week periods.

Allen & Patton (1990): Study included first and second-grade students with normal hearing. Student distractibility and request for repetitions decreased, and on-task behavior increased significantly (17%) with a SES.

Gilman & Danzer (1989): Study included 9 amplified and 9 control classes for second and fourth-grade regular education students. Student attentiveness to verbal instruction and activities as well as ability to hear classroom instruction improved when using a FM SES.

Berg, Bateman, & Veihweg (1989): Study included regular education junior high school students. Students and teachers preferred the use of SES; students showed improved listening and understanding; and teachers noted ease of listening and teaching.